EDTC 630 Summer 2011 Group 1 School Tech Plan Kiernan Cantergiani Kristen Holliday Stephanie Miller Shawn

Thomas-Royster Ryan Walker

School Technology Plan

Eastern Middle School 300 University Blvd., NE Silver Spring, MD 20901 (301) 650-6650

Needs Analysis
School Population The population at Eastern Middle School, over 800 students, is diverse according to the Eastern At A Glance data published by MCPS (2010). Educationally, 10% of the total student population is receiving special education services, 7% is ESOL, and roughly 35% is enrolled in the Humanities and Communications Magnet Program (for gifted and talented). Economically, over 43% of the population receives FARMS. Additionally, the population is also ethnically diverse: 31% is Hispanic, 28% is African American, 26% is White, and 15% is Asian.

Current Technology Resources The recent technology modifications upgrade (2008) means that Eastern has access to a great number of technology resources. The school is wired for high-speed Internet with several drops in each room, but most access is supported on a wireless network. There are multiple printers that are shared among the different classrooms and kept in common areas like team rooms, media center or teacher workrooms. Forty of the classrooms and the Media Center are equipped with Promethean board setups including projector, speakers, and selected response units. Each classroom has at least one (usually two or three) computer(s) available for teacher and student use. Additionally, the school has two computer labs, each with 32 desktop computers connected to a (B&W) laser printer, plus four mobile laptop carts (eight units on each cart), each with their own (color) laser printer. Finally the media center houses several digital still and digital video cameras for the classroom use. One school-based IT person is dedicated to the maintenance of the schools hardware and software.

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Current Technology Use According to the Tell Maryland 2009 survey, only 45% of Easterns teachers report that they use assistive technology to meet the needs of all their diverse learners. A recent school staff survey reveals that most (73%) teachers have no working knowledge of UDL (Universal Design for Learning) and its underlying principles or guidelines. Naturally, most do not know that UDL is designed to meet the needs of all learners, and that its implementation can be propelled by technology tools they use often. The districts HIAT (High Incidence Accessible Technology) department can help build teachers capacity to use assistive technology and UDL to meet those needs.

School Test Data The school did not make AYP because of two main subgroups in reading and math: ESOL and Special Education. Only 31% of Special Eduction students scored proficient in math, and 58% in reading. Of ESOL students, 44% scored proficient in math, and 58% scored proficient in reading.

2011 Reading and Math MSA Data for Eastern Middle School ALL Math Target: 78.6% Reading Target: 85.6% * Red cells indicate subgroups that did not meet the target. 87.9% 95% 76% 86% 95% 58% 76% 58% 73.6% White 95% Hispanic 56% African-Am 61% Asian/PI 91% SPED 44% FARMS 50% LEP 32%

Implications of Data

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It is our belief that we failed to meet adequate yearly progress in so many subcategories because instruction does not recognize or meet the greatly diversified needs of learners in the building. Universal Design for Learning is a process of methodically designing goals, instructional methods, materials, and means of assessment to address this diversity. The idea is that this design takes place on the front end, and is not an afterthought, intervention, or remediation plan. There is extensive research that identifies and encourages many effective practices that serve these students. However, most of these practices seem to be reserved for students who show a long pattern of under-performance. Even then the implementation of these practices is not consistent or widespread. As a result, students who seem to be average, slightly above or slightly below average, and even far above average are forced to accept a one-size-fits-all approach to instruction. Furthermore, even the students who have more obvious struggles do not receive the full benefit of these practices, because they are often delivered in a way that is disconnected from the mainstream curricula and learning environment.

UDL depends upon identifying practices that have proven effective not just for the "average" student, if such a student exists, but for those students who are distinctly "not average": students with disabilities, English language learners, students who have endured sub-optimal instruction in the past, students who are "gifted and talented," students who are otherwise "in the margins" (CAST, 2011).

In short, UDL is designed to bring effective instructional practices to the classroom in a way that is flexible, diverse, and consistent enough to meet the needs of every learner. The recent emergence of powerful and cost-effective digital technology has made this vision more attainable. It makes it easier for educators to customize and individualize the learning cycle from start to finish, with much less time and effort.

Many teachers have a working knowledge of these effective practices from years of education, professional development, and experience. However, most do not realize that these practices benefit all students, not just a few students at either end of the spectrum of perceived ability. Most also do not know how to implement these practices consistently, while providing the

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essential flexibility for each student. Finally, most do not realize that the power to differentiate instruction seamlessly lies undiscovered in everyday technological tools or programs.

Teachers need to have an understanding of UDL, its principles, and its benefits. They then need to be able to plan and consistently implement instructional practices based on UDL. In order to do this, both teachers and students must have reliable access to the most common tools used to implement Universal Designs for learning, such as the Internet, ActivInspire, Power Point, and Inspiration/Kidspiration.

Our Vision
Through professional development and collaboration, teachers have a thorough and functional understanding of the underlying principles and guidelines of UDL. Most importantly, they understand that it is a process of designing lessons that meet the diverse needs of all learners.

Teachers use various levels of technology skills, hardware, and software to support UDL seamlessly, thoughtfully, and consistently. Lessons and daily classroom practices are frontloaded with flexible means of presenting content, engaging students, and assessing learning.

Students engage in learning through flexible means of representation and action, while gathering and sharing information in ways that meet specific learning styles, as a rule not the exception.

School-wide implementation of UDL practices produces a community of learners who are resourceful, knowledgeable, strategic, purposeful, and motivated (CAST, 2011).

Goals and Learning Objectives Goal 1

Teachers will develop a functional understanding of the principles of Universal Design for Learning (UDL).

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Objectives
1. Using information gathered through collaboration and professional development, teachers will be able to explain UDL principles to peers in context of their own teaching.

2. Through collaboration, teachers will be able to identify and share UDL practices that are already commonly used, but perhaps not yet identified as UDL.

Standards
Universal Designs for Learning Principles 1. Provide Multiple Means of Representation 2. Provide Multiple Means of Action and Expression 3. Provide Multiple Means of Engagement

ISTE NETS-T 5. Engage in Professional Growth and Leadership

Goal 2

Teachers will be able to recognize and implement UDL strategies that work well with all students - especially those without identifiable learning difficulties or disabilities - in all content areas.

Objectives

1. Teachers will be able to implement at least one UDL strategy that does not require technology skill. The strategy will provide flexibility in representation, action/expression, and/or engagement. The strategies should be applicable to any content area.

2. Using low to moderate level technology skills, teachers will be able to implement at least one

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UDL strategy for each UDL principle: flexibility in representation, flexibility in action/expression, and flexibility in engagement. The strategies should be applicable to any content area.

Standards

Universal Designs for Learning Principles 1. Provide Multiple Means of Representation 2. Provide Multiple Means of Action and Expression 3. Provide Multiple Means of Engagement

ISTE NETS-T 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments

Goal 3
Teachers will be able to recognize and implement UDL strategies that work well with all targeted students - especially those with identifiable learning difficulties or disabilities - and/or work in specific content areas.

Objectives
1. For each of the 3 UDL principles, teachers will use any level of technology skills to implement at least one UDL strategy targeted for students with IEPs, 504s, or ESOL plans. The strategies will provide flexibility in representation, action/expression, and engagement. 2. Using any level technology skills, teachers will implement UDL principles and strategies that are targeted for their specific content area. The strategy will provide flexibility in representation, action/expression, and/or engagement.

Standards

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Universal Designs for Learning Principles (See appendix A) 1. Provide Multiple Means of Representation 2. Provide Multiple Means of Action and Expression 3. Provide Multiple Means of Engagement ISTE NETS-T 2. Design and Develop Digital-Age Learning Experiences and Assessments

Budget
Item Description Price

Netbooks and Accessories

Justification: Netbooks will be purchased to support the frequent use of Web 2.0 and other online tools in classes to support UDL. Dell Latitude 2120 Netbook
http://www.dell.com/us/enterprise/p/lati tude-2120/pd.aspx

Intel Atom Processor Windows 7 Home Premium operating system 250 GB hard drive 10 inch high def, anti glare touch screen Integrated 2.0 megapixel camera Jacks for headphone and microphone 6 cell battery Wireless and Bluetooth ready

$701.00 30 Netbooks would be purchased to be used as needed by teachers and students.

Free Shipping

Total Price: $21,030.00

Featherweight Stereo

4 foot cord

$2.50 per

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Headphones
http://www.koss.com/koss/kossweb.nsf/ p?openform&pc^pt^Featherweight

headphone 200 purchased (1 per Netbook, 1 for each computer in both computer labs, and 1 for each computer in each classroom)

Total Price: $500.00 Microphone: Logitech Desktop Microphone

http://www.montgomeryschoolsmd.org/ departments/techproducts/audio/

Frequency response of 100Hz to 16 KHz

$10 per microphone 70 purchased One purchased for each classroom, with ten purchased for each computer lab and to use with the Netbooks.

Total Price: $700.00 McAffee Anti-Virus software

http://home.mcafee.com/

3 year protection with option to renew subscription

$35 per computer (price based on

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upgrade deal made with Dell at time of purchase) protection for 30 Netbooks

Total Price: $1,050.00 Microsoft Office Standard

http://www.montgomeryschoolsmd.org/ departments/techproducts/pdf/meec.pdf

License for Microsoft Word, Excel, and PowerPoint

$45.90 per license 30 licenses needed

Total Price: $1,377.00 Wireless Mouse

http://accessories.dell.com/sna/PopupPr oductDetail.aspx?c=us&l=en&cs=RC1 084719&sku=3306856&price=29.99&client=config

USB receiver Automatic power on/off with indicator light

$29.99 per mouse

30 purchased

1000 dpi optical tracking Total Price: $899.70

Laptop Storage Carts

http://accessories.us.dell.com/sna/produ ctdetail.aspx?c=us&l=en&s=biz&cs=55 5&sku=A0157981&baynote_bnrank=0 &baynote_irrank=112&~ck=dellSearch

Stores and charges up to 24 Netbooks

1,359.99 per cart

2 purchased

Provides 28 electrical units for charging of computers and equipment Total Price: $2,719.98

Brainingcamp Software Subscription

Justification: In order to increase the consistency in UDL implementation, there should be at

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least one online tool that is comprehensive enough to serve as a resource for every unit of the middle school math courses. Brainingcamp can be one of those resources. Brainingcamp Software Subscription
http://www.brainingcamp.com/index.ht ml

Math software that engages students in solving real world math problems through the use of interactive lessons.

$695.00 Subscription for 500 students

1 year subscription

Total Price: $695.00

Staff Training Expenses

Justification: The majority of the staff has little or no knowledge of UDL. Therefore training will need to be extensive, and closely monitored. Peer observations and collaborations increase the efficacy and richness of such a staff development plan. Sub Coverage for Staff Training

Subs will cover classes while teachers are trained on various UDL strategies and tools.

$125.00 per sub, per day

20 teachers trained each day (4 subs)

Subs will cover classes while teachers observe implementation of UDL strategies and tools in context of content and grade level.

60 teachers needing training (including ESOL, SPED, and Media specialist)

Subs can cover up to 5 teachers each day for one training session.

Each teacher attends three trainings

Each teacher

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completes two observations of implementation of UDL strategies and tools

Total Price: $7,500.00

Total Price

$36,471.68

Justification
The school technology plan has two main parts. First, we want the teachers to learn what UDL is, what strategies work best, and what resources are available to help students through the use of UDL strategies. The second part of our plan is for teachers to effectively implement these strategies and resources into their classrooms to help all of their students learn and perform to the best of their abilities. Our budget reflects these goals by focusing on hardware, software, and training that will allow for teachers to engage students in their learning through the use of UDL principles. The two most expensive parts of our budget focus on purchasing netbooks for students to use, and expenses related to training for the staff.

The netbooks are vital to the success of our plan because of the flexibility they provide, as well as the amazing learning opportunities that students can benefit from as a result of the netbooks. Part of the reason that we decided to focus on using UDL strategies for our technology plan was because of the potential benefits they have in the education of ESOL students as well as SPED students. During the most recent Maryland State Assessment (MSA), Eastern failed to meet AYP in large part because we did not meet the requirements in both Special Education and ESOL reading and math. The netbooks we purchased have touch screen capabilities, which can greatly help students who have trouble using a mouse or keyboard, but who would benefit from the use of online resources. When this feature is combined with other UDL resources, such as

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VoiceThread, voice to text software, and digital books, students with learning disabilities are given opportunities that they would not have had otherwise.

The portability of netbooks is also a huge advantage as students who need the support the netbooks provide, can receive the support provided by the netbooks in any room. Without netbooks, students may need to be pulled out of class to use online resources, which not only removes them from the general classroom they are in, but also isolates them from their peers. With netbooks, students can utilize the many Web 2.0 and UDL tools from where they are. To help with the portability, we purchased two laptop carts to store, charge, and transport the netbooks. With these carts, the netbooks can easily charge while they are stored, eliminating the potential disadvantage of having dead batteries. The netbooks we purchased have a 6-cell battery, nearly doubling the battery life of standard batteries, allowing for a fully charged battery to last for an entire school day. This then allows for the batteries to charge overnight from one location, ensuring that the netbooks will be ready for student use the next day.

To increase the efficiency of the netbooks, we also purchased headphones, not only for each netbook, but also for every computer in the school. This purchase allows for students to use the computer without distracting students around them. Because many UDL resources and strategies rely on the use of multimedia, headphones are a necessary purchase. To go with the headphones, we also purchased microphones. We made sure to purchase 10 microphones for each computer lab, as well as one for each classroom. The netbooks come with a built in microphone but we still purchased 10 extra microphones in case any are damaged, lost, or to meet a higher demand than anticipated. The microphones meet an essential part of our plan as they allow for students to take full advantage of different UDL strategies, including adding sound to presentations, conducting video functions, and using audio features for different purposes. This is in addition to allowing for teachers to create lessons that utilize audio.

We also made sure to purchase a wireless mouse for each netbook as we anticipate some students having a tough time using the finger pad that come on a netbooks. Many students will feel more comfortable using a mouse and we wanted to make sure we minimized student frustration. To maximize the effect of the netbooks, we also purchased three software programs. We purchased

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anti-virus and Microsoft Office for each of the netbooks as the schools computers already have them. For the entire school, we purchased a subscription to an amazing UDL math resource called Brainingcamp. This software is designed to help middle school students with their math skills by providing interactive lessons and activities that promote problem solving and real world application. This software will not only help the two groups we have a major focus on, ESOL and Special Education, but will also benefit the entire student population with their math instruction. In addition to the software that we will be purchasing, we will also focus a lot of time and effort into properly using the software programs and Web 2.0 tools that Eastern already has access to, but that isnt being used as effectively as it could be. This will be a cost effective way of improving our students education through the use of free and readily available resources that some teachers dont even know exist. Through the use of the hardware and software we have purchased, as well as the software that is already available, we are confident that our teachers will be able to effectively use UDL strategies with their students and that students will have their education enhanced through the use of UDL resources.

While we spent a good portion of our budget on hardware and software, it is nearly worthless without teachers knowing how to best use these new tools with their students. Because of that, we have devoted some of our budget, and a substantial amount of time during the first year, to training teachers on how to effectively use UDL strategies and tools with their students. To minimize cost, as well as to maximize the teachers valuable time, we have decided to provide our technology specialist, along with a couple of other staff members, with free training through the countys professional development system. The specialist and staff members will then train the teachers back at school, during the school day, on the different tools and resources that are available. To do this, it is necessary to provide teachers will sub coverage for one period, three times over a two-year period. Because each teacher has two planning periods, one substitute teacher can provide five teachers with training coverage during the day. The price in our budget gives the 60 teachers needing training, sub coverage for three trainings each. Without training our teachers about the advantages of UDL and how to best implement it into the classroom, the rest of the purchases become a waste of money.

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We feel that the items we have purchased, as well as the training time we are giving teachers, will help bring the performance of Eastern's students to the level we know they are capable of. Currently, the 800 students in the school are missing out on the amazing opportunities that UDL provides. By providing the teachers with the knowledge, training, tools, and resources that are presented in our budget, we are setting our students up to be successful, and providing them with the best education possible.

Professional Development Plan and Timeline

What How/Where Who Follow-up

Fall 2011- Summer 2012

Fundraising
Money will be raised through Scholastic book clubs.

All Staff

Funds collection will be maintained through the

Various technology grants will be applied for including CVS/Caremark Community grants (worth up to $5,000), NEA Student Achievement Grant (Worth $5,000), and the ING Unsung Heroes Award (Worth $2,000, $5,000, $10,000 or $25,000).

accounting office.

Other fundraisers will also be done to raise money to cover the expenses of our school technology plan.

UDL Foundations Training:

CTI/HIAT professionals come in to train the Eastern staff on

Participants: All staff

Teachers will participate in peer

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Teachers will understand the principles and purpose of UDL. They will be able to identify strategies and elements of their current practices that might be deemed UDL. Technology Specialists Chosen

the UDL principles. This will be done at various staff meetings throughout the fall and spring semesters.

members

visits to identify current UDL

Facilitators: HIAT Staff

practices that can be optimized.

Staff nominates and votes on the three staff members who will become the technology specialists

All Staff

Selected Tech Specialists will accept positions & begin planning

Spring 2012
Professional Development for Tech. Specialists begins Trainings are free via Internet or MCPS PDO. Technology Specialists Tech Specialists will determine who will be responsible for which training

Technology Specialist Training Rotation

Please note that there are three technology professionals in the school building. These individuals, nominated and agreed upon by the staff, will attend district and/or software training to gain expertise in UDL principles, software, and activities necessary to reteach sessions as necessary to become the technology professionals for the school. It is suggested that one be the building media specialist, and the others can be from any department. Software ActivStudio Type of Training Free web training Location/Link
http://www.atomiclearning.com/k12/activstudio3/

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videos Microsoft Office Free web training

http://office.microsoft.com/en-us/support/trainingFX101782702.aspx

Kidspiration

Free web training videos

http://www.atomiclearning.com/freekidspc2x.shtml

Inspiration 9 WordQ Kurzweill 3000

Online video Online video Online videos

http:///www.inspiration.com/inspiration9training http://www.youtube.com/watch?v=YEgUw7HDRs4 http://www.kurzweiledu.com/how-to-videos.html

PDO Offerings through MCPS Title of Training Above and Beyond Math with Digi Blocks Description This course is an overview of the intervention Math with Digi Blocks Using SIMS & FileMaker in Secondary Schools SIMS and FileMaker 10 Training ActivInspire Training New to ActivInspire: Engaging Learners for SEC Excel 2010 Basic Middle School Only Library Media Collection Development ActivInspire training ActivInspire training Excel 2010 training Review and evaluation of instructional books and materials Library Media Assistants Training Training for Media Specialist

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that supports MCPS initiatives Professional Development Day for Library Media Staff Concurrent Session 3 Breakout sessions about school system initiatives, new curriculum, and technology resources to support participants supporting the MCPS strategic plan Training Academy Offers 50 workshops over five days to focus on technology tools and implementation in the classroom. Participants attend their choice of up to 10 workshops. Workshops include the following:

- UDL $ Online Resources - Pebble Go - Clicker - Digital Text in the EIC - Intro to UDL - Boardmaker - Screencasting - Digital Graphics - DE Streaming - Math UDL

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- Kidspiration - Flickr - Movie Maker - ELMOS - Technology Tools for Math - Pixie - One Computer Classroom - Photo Story What Technology Specialists Develop Plan of Action for Teaching remainder of Eastern Staff about the hardware and software. Where/How Via email and inWho Technology Follow-up Tech Specialists will meet with Content Specialists, Team Leaders & Administration to develop a schedule Purchase hardware/software on Using funds raised the budget list from the fall, through the methods typically used in MCPS. School secretary, principal, technology specialist(s) IT person will process the newly acquired equipment & notify Tech Specialists when ready for use

person meetings during Specialists planning or before or after school.

Summer 2012

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Professionals who attended off-site trainings will present/instruct to the remainder of the staff on their respective software. Educators will get time to plan classroom lessons with technology integration, both individually and with their team members.

Staff meetings held during teacher workdays.

All Staff

Strategies using newly learned software will be implemented

Time given during teacher workdays to meet with team members and lesson plan independently.

All Staff

Dedicated planning time will be established through Teams and Content areas.

Fall 2012
Introduce Inspiration 9, Kidspiration, Kurzweil 3000 v.9, WordQ, Natural Reader, Microsoft Office, ActivStudio, and Edline to the students using appropriate curriculumbased classroom activities. Students will explore programs During class time, and have time to work independently and with partners. assignments will be given to allow students time to utilize the programs in order to enhance their learning. Students with all staff monitoring. See Evaluation section Lesson plans that were written and developed prior to the beginning of the school year, taught during class time. All staff/students See Evaluation Section

Spring 2013

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Students will be expected to use the programs independently. Teachers will be monitoring student progress

During class time, using lessons that incorporate curriculum objectives, NETS-S,

Students and Staff

by charting and recording data. and UDL. Teachers will reflect and evaluate the use of technology in their classrooms, and as a school. A quick online survey sent out in the middle of the spring semester via email or Private folder Teachers will assess student performance and adjust the implementation of programs based on student progress. Using planning time, teachers reflect on what is working and what could be improved upon, based on technology use and the assessments collected. Student surveys will be given Either online or All students All Staff All Staff Data will be collected and evaluated by the Tech Specialists

to monitor their thoughts about handwritten surveys the software being used. taken by the students halfway through spring semester.

Summer 2013
Teachers modify lessons and uses for the software. During teacher workdays, teachers reflect on what has been working and what All Staff

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could be improved upon. This can be done independently or as a time. Time may be given during staff meetings for breakout sessions with teams to discuss methods. A survey will be given for teachers to list things that work, things that they would like to change, and things that would be useful to supplement the software purchased the previous year, etc. It will give them a chance to re-evaluate the use of the software purchased for this technology plan and offer insight into future technology purchases that can enhance student learning. At the final staff meeting of the year, after teachers have had an opportunity to utilize the hardware and software, reflect on the use and alter things that arent working, they will give their opinions in an anonymous survey. Future purchase ideas are included. All Staff

Fall 2013
Continue to monitor and adjust During class time, implementation based on student need and data. using formal and informal assessment data. Begin process over again All Staff

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utilizing the new software needs determined by the survey given to teachers.

Evaluation
This plan will be evaluated in several areas including: Benchmarks Evidence

Consistent Use of UDL Practices

Each staff member will demonstrate consistent implementation of at least one UDL practice in each category of the UDL Principle.

Informal and formal observations and walk-throughs UDL implementation and satisfaction survey administered in the winter and

Each staff member will use at least 3 UDL strategies in 70% of all informally observed lessons and 90% of formally observed lessons.

spring of each year

Impact of UDL Practices

Ninety percent of students will report an improved attitude toward learning, as a result of consistent experience with UDL Practices in all content areas. Each subgroup will demonstrate improvement in math and reading proficiency. Under-performing subgroups will decrease the number of basic students by 10% each year.

School climate survey, focused on the instructional experience, given at the beginning and end of each year.

MSA scores MAP-M and MAP-R District-wide formative and summative assessments

Subgroups already meeting the targets in Reading and Math will decrease the

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number of basic students by 1% each year.

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References
Atomic Learning. (2011). Activestudio 3 professional training [Video file]. Retrieved from http://www.atomiclearning.com/k12/activstudio3/ Atomic Learning. (2011). Kidspiration training [Video file]. Retrieved from http://www.atomiclearning.com/freekidspc2x.shtml Brainingcamp. (2010). Brainingcamp educational math software. Retrieved from http://www.brainingcamp.com/index.html

CAST (2011) Universal Design for learning guidelines version 2.0. Wakefield, MA: Author. Retrieved from Universal Design for learning website: http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf
Dell. (2011). Laptop storage cart. Retrieved from http://accessories.us.dell.com/sna/ productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_ir rank=112&~ck=dellSearch Dell. (2011). Latitude 2120 netbook. Retrieved from http://www.dell.com/us/enterprise/p/latitude-2120/ pd.aspx Dell. (2011). Wireless mouse. Retrieved from http://accessories.dell.com/sna/ productdetail.aspx?~lt=popup%2cpopup%2cpopup%2cpopup%2cpopup%2cpopup&c=us&client =config&cs=RC1084719&l=en&pmha=6&price=29.99&sku=3306856&validate=false&~lt=popup&s=k12 HIAT Services. (2011, May). Universal design for learing (UDL). Retrieved from Montgomery County Public Schools website: http://www.montgomeryschoolsmd.org/departments/hiat/udl/ HIAT Services. (2011, July). HIAT support. Retrieved from Montgomery County Public Schools website: http://www.montgomeryschoolsmd.org/departments/hiat/training/index.shtm HIAT Services. (2011, August). High incidence accessible technology (HIAT). Retrieved from Montgomery County Public Schools website: http://www.montgomeryschoolsmd.org/ departments/hiat/ Inspriation Software, Inc. (2011). Inspiration training [Video file]. Retrieved from http://www.inspiration.com/inspiration9training ISTE. (2008). NETS for Teachers 2008 [Technology standards for Teachers]. Retrieved from International Society for Technology in Education website: http://www.iste.org/standards/netsfor-teachers/nets-for-teachers-2008.aspx Koss Corporation. (2011). Koss everywear featherweight portable stereophone. Retrieved from http://www.koss.com/koss/kossweb.nsf/p?openform&pc^pt^Featherweight

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Kurzweil Educational Systems. (2011). Kurzweil how to videos [Video file]. Retrieved from http://www.kurzweiledu.com/how-to-videos.html Marlyand State Department of Education. (n.d.). Teaching empowring leading & learning Maryland educators survey (2009 Report). Retrieved from http://www.tellmaryland.org/reports09/ Maryland State Department of Education. (n.d.). Technology skills: Companion document to the Maryland technology literacy standards for students [Brochure]. Retrieved from http://www.montgomeryschoolsmd.org/departments/techlit/docs/Levels%20of%20Use.pdf Maryland State Department of Education. (n.d.). 2009 results. In Teaching empowering leading & learning Maryland educators survey. Retrieved from http://www.tellmaryland.org/reports09/ ?orgID=M15 Maryland State Department of Education. (n.d.). Where do we stand in 2007 (Montgomery County). Retrieved from http://ontargetreports.msde.state.md.us:2007/ DistSum.asp?otid=15&accDesc=Montgomery+County Maryland State Department of Education Office of Instruction and Academic Acceleration Division of Instruction Instructional Technology and School Library Media Program. (2007). The Maryland educational technology plan for the new millenium...2007-2012 [Brochure]. Retrieved from http://www.msde.maryland.gov/NR/rdonlyres/C3BAD835-6100-484C-8397-85279EB95A34/ 13485/TechPlanFinalfromPrinter73007.pdf Microsoft. (2011). Microsoft office training [Video file]. Retrieved from http://office.microsoft.com/enus/support/training-FX101782702.aspx Montgomery County Public Schools. (2011, July 25). Memorandum: Strategic plan - our call to action. Retrieved from Office of the superintendent of schools website: http://quicknotes.montgomeryschoolsmd.org/ct/ 6393189:9413729113:m:1:154912592:DB9D0D31EC00B69874C65799EA1DC90B Office of Communication and Family Outreach. (2010, November). MCPS at-a-glance school year 20102011 [Brochure]. Retrieved from http://www.montgomeryschoolsmd.org/uploadedFiles/about/ MCPS-At-A-Glance.pdf Office of the Chief Technology Officer. (2011, October). Department of instructional technology. Retrieved from Montgomery County Public Schools website: http://www.montgomeryschoolsmd.org/departments/techtraining/ TeechVeech. (2009, October 16). WordQ word prediction software training for struggling writers [Video file]. Retrieved from http://www.youtube.com/watch?v=YEgUw7HDRs4